• Local Control Funding Formula (LCFF) and

    Local Control Accountability Plan (LCAP)

    The Local Control Accountability Plan (LCAP) is a critical part of the way the state of California funds school districts through the local control funding formula process (LCFF).  School districts receive additional funds based on the number of Low Income, English Learner and Foster Youth students that are enrolled within the district.  The state is allowing districts to work in partnership with the community to decide how best to use the funds.  We need your help as parents, educators, employees, students and the community in the planning process to determine how to allocate our resources to meet our districts vision and goals.  Please join and participate in our stakeholder meetings as we continue to develop and update our LCAP.
    The LCAP is a State-required plan that establishes District goals, actions, accountability measures and budgets for a three-year period.  It was established three years ago as a result of a change in the State funding formula, Local Control Funding Formula (LCFF).  In addition to base funding for all school districts, LCFF provides greater State allocations to districts with enrollments of students in poverty, English language learners, and foster youths.  The LCAP must define District services and financial allocations to meet the needs of these student subgroups within the context of the entire student body.

    The structure of the process of eliciting input from all stakeholders, staff members, parents and community members ensures that the LCAP is fully representative of all constituents.

    The  LCAP Steering Committee is comprised of representative teachers, classified staff, parents, administrators and two board members. This Committee will first assess the conditions of the District through an analysis of revealing data such as student academic progress, the achievement of our graduates at the high school level, the progress of current LCAP goals, as well as other operations such as levels of potential funding and the retention of teachers and staff. After this review the Steering Committee will develop an engagement process to elicit input from stakeholders.

    Stakeholder input sessions began in November.  These sessions are intended to define District priorities.  All teachers, classified staff members, site administrators, specialized instructional staff, parents (including DELAC) and community members were encouraged to attend voluntary meetings (schedule listed below). 

    Following the Stakeholder input sessions in February, the Steering Committee reviewed all proposed priorities. A draft of the LCAP is available (see link below) for public review and be reviewed by the Administrative Cabinet (April 2017) and adoption by the Board of Education, which is scheduled for June 2017.

     The LCAP is an important planning tool that will establish the direction of District services for the next three years.
    Please click on the  LCAP Stakeholder Input presentation in English and Spanish (espanol) to learn more.
    The following questions were posed from the DELAC/Parent Advisory Committee Meeting held on May 8, 2017.

    LCAP Questions for Superintendent, answers are below each question.

    1. What is the participant numbers of the stakeholder meetings?  

    We held five in-person meetings at a variety of school sites throughout the district. Forty to sixty people participated in each of the in-person stakeholder at four different sites for a total of 200-300 participants including teachers, administrators, classified staff and parents.

    1. How do parents learn about the CBET program?  

    Flyers posted around all campuses let parents know they may sign up for parent education classes.  CBET is funded by proposition 227 and offers beginning level English as a Second Language (ESL) classes to parents and community members throughout California who pledge to tutor school-age children. The Cañada College CBET English for the Workforce Award program is a collaboration between the San Mateo Community College District (SMCCD), the Redwood City School District (RCSD), and Silicon Valley Community Foundation.

    1. There is a concern about declining enrollment and construction.  Do we have a plan or vision on how to attract more students?  

    We are experiencing two somewhat conflicting trends that are making it difficult to project enrollment.  On the one hand, we have seen hundreds of students leave the district due to rising housing costs, and this has caused enrollment decline.  At the same time, we have a building boom of new apartments and many new high tech workers are moving into the area.  The buildings are currently occupied by single or young married couples who do not have school age children, but this may change in the future.  We very may well see enrollment increase again as these tech workers begin to raise families in the area.  In the past, higher end apartments tended not to attract families, but with the cost of purchasing a home out of reach for many families, it will not be surprising if we begin to serve more families who live in apartments.  

    We do have a plan for attracting and retaining students.  For the last 2 years we have run a marketing campaign: Meet, Choose, Love RCSD.  The campaign has included a myriad of tactics designed to educate the community about our schools and help us attract and retain students, such as:

    • We produced a district video short that we have aired as a commercial advertisement at the local movie theater.

    • We have produced 4-color marketing brochures for the district and all 16 schools

    • We have provided marketing consulting to each of our 16 principals, produced a Marketing Toolkit for each principal, and have provided individualized marketing support to principals, as needed.  

    • We revamped our district website and all 16 school websites to make them more modern, attractive and user-friendly.  

    • We created a series of videos that we use for marketing and post on our social media pages.

    • We hold an annual kindergarten recruitment event: Meet RCSD Night that serves as an schools fair where parents may meet principals, teachers and parents from our schools.

    • We have developed a special web page with resources for realtors and have presented to groups of realtors.

    • We participated in local events such as the Chinese New Year Festival, Hometown Holidays and Parade, Kidchella Concerts and North Fair Oaks Festival.

    • We hired a Community Liaison to help us with outreach and communication to Spanish-speaking families.

    We hope to add a specific outreach strategy for the new apartment buildings in the future, which may include school information meetings for residents, or special mailers targeted to these addresses.

    Besides the specific marketing activities, we are continually reviewing our enrollment and demand for various schools and considering where we may need to make programmatic changes to attract students.

    1. What is the definition of a charter school?

    Charter schools are public schools operating under a “charter,” essentially a contract entered into between the school and its authorizing agency. In addition to allowing the school to open, the charter allows the school with significant operational autonomy to pursue specific educational objectives. The autonomy granted under the charter agreement allows the school considerable decision-making authority over key matters of curriculum, personnel, and budget. Charter schools are often not a part of states’ current districts and, therefore, have few if any zoning limitations. Therefore, students attend charter schools by the choice of their parents or guardians rather than by assignment to a school district.

    5. Is this a draft of the LCAP?

    Yes, the final draft is presented to the Board in June for approval.

    6. Will the ELPAC replace CELDT and what is the timeline?


                All kinder students will be tested on CELDT in the fall.  Annual CELDT testers will be tested in the Feb/Mar each year. 
    2016-17 LCAP Monitoring and Planning Process:

    LCAP Action


    LCAP Steering Committee & Parent Advisory Committees are formed; Data is analyzed and a survey is created for stakeholders. Current LCAP is monitored to ensure implementation.


    Jan 31:  General Parent/Community/Staff Stakeholder LCAP Meeting 6:00pm at the District Office Board Room. 

    Feb 2:  Parents/Community Members/Staff Stakeholders from Garfield, Hoover, Selby Lane, and Fair Oaks, and Taft and in Spanish with English Translation at Hoover School MUB at 6:00pm.

    Feb 6 DELAC  Meeting 6:00 District Office Board Room.

    Feb 7 Parents/Community Members/Staff from John Gill, Roosevelt, Hawes, Kennedy, MIT and John Gill in English with Spanish Translation at John Gill School at 6:30pm.

    Feb 7 All Staff: Administrators, Teachers & Classified Staff Members 3:30-5 District Office Board Room. 
    Feb 9 Parents/Community Members/Staff from Orion, Cloud, NSA, Clifford and 
    Henry Ford in English with Spanish Translation at Orion School MUB at 6:00pm. 



    Gather community/parent/staff input via Stakeholder meetings & Online Survey.



    Feb 9:  Parents/Community Members/Staff from Orion, Cloud, NSA, Clifford, Henry Ford, and in English with Spanish Translation at Orion School MUB at 6:00pm.


    Jan-February 2017

    Review feedback from Stakeholders Meetings and LCAP Online Survey  with Steering Committee; Draft LCAP is written.

    March  2017

    Solicit written comments of the draft LCAP from the public.

    May 20-June 15, 2017

    Respond to comments in writing

    May 20-June 15, 2017

    School Board reviews the LCAP

    June 7 School Board Meeting

    750 Bradford Street, RWC 

    School Board adopts LCAP plan in a public hearing

    June 21 School Board Meeting

    750 Bradford Street, RWC 
    Approved 2018-21 LCAP  LCAP in English /  LCAP in Spanish
    Approved 2017-20 LCAP LCAP in English/LCAP in Spanish (coming...)
    Approved 2016-19 LCAP  LCAP in English/LCAP in Spanish.
    Approved LCAP, 2015-16  English
    Approved LCAP, 2014-15: English Español